Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE

COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
Cabitan, Mandaon, Masbate

Effects of Modular Approach to DEBESMSCAT 3rd Year Science Students in Learning

Physics in the New Normal

By

Aparejado, Shyne Angela

Asne, Aaron L.

Barrun, Jomar

Mingoy, Mark Philip

In partial fulfillment of the requirements in MC Science 7 (Research in Teaching) for the 2nd
semester of the SY: 2020-2021
Page |1
 CHAPTER I
Introduction
The new coronavirus pandemic known as COVID-19 first appeared in December 2019 at
the Huanan Seafood Market in Wuhan, China (Wikipedia, 2020), and within a few months it had
become a global health emergency. It has immediately infected thousands of people, who are
sick or being killed as a result of the disease's propagation. The COVID-19 pandemic has
triggered widespread instability, such as travel bans, school delays, and a global economic
slowdown.
Most countries around the world have temporarily closed educational institutions to
contain the spread of the virus and reduce infections (Tria, 2020). Face-to-face interaction
between students and teachers has also been suspended inside the classroom. The Philippines is
currently in the process of transitioning to the new standard model of education, and educators'
constant advances, as well as the active participation of other stakeholders, are the driving forces
behind its development. The Commission on Higher Education (CHED, 2020) issued the
Guidelines on the Implementation of Flexible Learning to ensure the continuity of education and
the achievement of every school's mission and vision of providing quality education to every
Filipino learner. 

The Department of Education (DepEd), in particular implemented the Modular Distance

Learning. Distance Learning refers to a learning delivery modality, where learning takes place
between the teacher and the learners who are geographically remote from each other during
instruction. This modality has three types: Modular Distance Learning (MDL), Online Distance
Learning (ODL), and TV/Radio-Based Instruction. (Quinones, 2020).
Modular learning is the most popular type of Distance Learning. In the Philippines, this
learning modality is currently used by all public schools because according to a survey
conducted by the Department of Education (DepEd), learning through printed and digital
modules emerged as the most preferred distance learning method of parents with children who
are enrolled this academic year (Bernardo, J). This is also in consideration of the learners in rural
areas where internet is not accessible for online learning.
The teacher is in charge of keeping track of the students' progress. The instructor can be
reached by the students via e-mail, computer, text message/instant messaging, and other means.
Printed Modules will be distributed to students, parents, and guardians by teachers or local
government officials. Since, education is no longer held within the confines of the school,
parents serve as educators' partners. As home facilitators, parents play an important role. Their
primary role in modular learning is to connect with the child and guide them. (2020,
FlipScience).
The use of modules encourages independent study. One of the benefits of using modules
for instruction is the acquisition of better self-study or learning skills among students. Students
engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module. With little or no assistance
from others, the learners progress on their own. They are learning how to learn; they are
empowered (Nardo, M.T.B, 2017). Other advantages of modular instruction include more choice

Page |2
and self-pacing for students; more variety and flexibility for teachers and staff; and increased
adaptability of instructional materials.

The disadvantages include greater self-discipline and self-motivation required for

students, increased preparation time and lack of concrete rewards for teachers and staff, and
greater administrative resources needed to track students and operate multiple modules.
The study of physics is crucial to understanding the world around us, the world inside us,
and the world beyond us (Gibbs, 2003). In several ways, physics is the most fundamental natural
science, including universal laws and the analysis of the behavior and interactions of a wide
variety of essential physical phenomena (Cutnell & Johnson, 2007). It contains anything from
the massive galaxies to the tiniest subatomic particles in the universe. It also serves as the
foundation for many other disciplines, including chemistry, oceanography, seismology, and
astronomy. A bachelor's degree in physics is required for all of them (American Physics Society,
2008).
Physics is vital to understanding the world around us, so teacher educators, especially
physics educators, can organize events to improve not only teachers' ability to teach the subject,
but also students' interest in the subject. Teaching high school physics necessitates imagination,
reasoning, and comprehension of not only physics but also psychology, perception, and
communication. (Cornell University, 2011). The use of a modular approach to supplement
classroom instruction is a relatively new development in the teaching of physics. This technique
makes use of a self-instructional module, which is a learning program that allows for self-paced
learning. A module is a self-contained device that offers variety and adaptability to the
instructional process since it is an instructional bundle concerned with a single logical unit of
subject matter (Russell, 2000). Modules take into account individual learning preferences, are
adaptable to meet the needs of varying learners, and put the learner in control of their own
learning.
The key purpose of this research is to find out the effects of modular approach to
DEBESMSCAT 3rd year science students in learning physics in the new normal.

Statement of the Problem

This study was design to determine the effects of modular approach to DEBESMSCAT
3rd year science students in learning physics in the new normal.
Objectives of the study:
1. What are the demographic profile of the respondents?
2. To determine the effects of modular approach in the student’s performance in learning
physics in terms of:
a. Physical well-being
b. Emotional well-being

Page |3
 c. Social well-being
3. To identify the factors that affect the science students in learning physics through
modular approach in terms of:
a. Age
b. Sex
c. Environment
d.
Importance of the Study
The researcher aims to study the “The effects of modular approach to DEBESMSCAT 3rd
year science students in learning physics in the new normal”.
This study is beneficial to the following:
Students. This study will serve as a new insight to students who will be seeking information
about the effect of modular approach in learning physics in the new normal.
Teachers. This will serve as a basis for teachers on what to do to at least lessen the effects of
modular approach to the students. This can also be used as reference material to improve their
teaching strategies while utilizing the modular mode of learning and most importantly this may
be used as a topic for their seminars.
School. This study will improve the school in the development of science education. This study
will foster new ways of enhancing knowledge and skills through modular approach thus
preparing globally competitive science students in the future. This study will also help in the
advancement of school management, leadership and teaching-modular approach.
Readers. This study will enlighten them and provide background, documentations, facts and
clear comprehension regarding the effects of modular approach to DEBESMSCAT 3 rd year
science students in learning physics in the new normal.
Future Researchers. This study can be used as a references by the future researchers that will
be conducting the same study.

Page |4
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter included the relevant literature reviews and studies. Theoretical framework,
conceptual framework, and definition of terms are also included to further obtain important
views regarding the study.
Related Literature
Modular Approach in the "New Normal" as the New Learning System

Society today, holds teachers accountable in using the best practice of the academic
learning of the student. Organizing and accounting their strategies and skills would slowly
change the students learning with history as a guide. (Romoroza, 2017). But in March of 2020,
the majority of higher education institutions across the United States were forced to abruptly
close campuses and shift to distance learning for the remainder of the spring 2020 semester due
to the COVID-19 pandemic. As a result, students were suddenly faced with the unusually
challenging task of self-regulating their learning activities at home, amidst the disruptions to life
brought on by the pandemic (Zhang et. al., 2021). Not only across the United States but of
course, all the countries in the world among which is the Philippines.

Due to this, teachers were also forced to establish a new way of learning system, in order
for the students to continue their studies even at this kind of situation. The most common way are
the online learning and through modular approach, which the researchers trying to find out the
effects among the students in learning Physics. Padmapriya (2015) defined module as a short
unit of instruction dealing with a single conceptual unit of subject matter. It is a self-contained
and independent unit of instruction with the primary focus on a few well defined objectives.
According to Purushothaman (1986) a teaching/learning module should have four criteria: a)
Present or define a set of learning situations, b) Have its own carefully specified function and be
directed at clearly defined objectives, c) Include tests designed to guide the learner or teacher and
d) Provide them with feedback.

Cited from Alelaimat et. al., 2012, that there are recently group of individual teaching
approaches depending of individualizing the teaching process as modules, this word (MODULE)
is of Greek origin and means piece of music and in Arabic means piece of methodology. The
module approach is known as modern education method and way of teaching in the early 1960s
for the twentieth century, presented be (Weistilait) as audio recordings as teachers preparations
for activities supplementary to the text books.

Modular Approach in Learning Physics

On the other hand, according to Romoroza, this is about employing an innovative

strategy which was modular teaching in the physics class with the hope of improving the
performance level and added interest in learning subject. The basic purpose of this individualized

Page |5
system of instruction is to develop critical thinking an intellectual process of activity
conceptualizing, applying, analyzing, synthesizing and evaluating information gathered from
observation, experience, reflection or communications (Padmapriya, 2015). As Salandan (1990)
emphasized developing self-learning instructional materials utilizing modules in one teaching
procedure designed and provide learning activity of their own. Wilson (1994) stated that the
modular nature of the materials and the flexibility of the course organizer also enables the
adaptation to the MAP (Modular Approach to Physics) materials to a large variety of teaching
venues. This will allow to explore less traditional but arguably more beneficial pedagogical
practices (Austen et. al.).

Effects on the Students and Student's Performance

According to Rodeiro and Nádas (2010) on their research paper entitled "Effects of
Modularization” that in recent years, there has been a clear trend in the development of the upper
secondary curriculum to increase the use of modular or unitized qualifications. In particular, in
the 1980s much interest was shown in modular courses and many such courses were developed
and introduced in British secondary schools. As a result, the rationale for modularization and
many of the issues arising from it were addressed (see, for example, SEC, 1987; Moon, 1998;
Warwick, 1987).

Also, according to their research, the earliest attempts to modularize A-levels occurred in
the 1980s (e.g. the Wessex A-levels (Macfarlane, 1992) or the UCLES scheme (UCLES, 1986;
Nickson, 1994)). However, by the early 1990s there were concerns about modular courses being
too easy in comparison with terminally examined courses. Some of the reasons for these
concerns were: modular courses had been associated with lower attaining students, candidates
could retake modules to improve grades and candidates could be examined on parts of a subject
rather than on the entire syllabus (Hayward and McNicholl, 2007). Others argued that
modularization could make the courses more difficult because candidates were expected to work
and be assessed at A-level standard from the first module taken early in the first year and
therefore might be potentially disadvantaged by their relative immaturity, if not their narrower
experience of the subject. As a result of the implementation of this initiative, a number of
evaluations and reviews were carried out to ensure the validity and reliability of the modular
assessment and the challenges to the quality of teaching and learning.

While Lampe (1984) developed and evaluated five self-instructional modules to provide
basic knowledge on the identification and correction of reading difficulties. The modules were
used for diagnostic prescriptive reading instruction, word recognition skills, and the informal
assessment of reading difficulties and the correction of reading difficulties. Results from the
evaluation showed that the modules were suitable for the intended purpose. Kumar (1990)
conducted a study on the Effect of Teacher assisted Modular Approach in learning Physics in
Secondary schools of Kerala State. The study concluded that the Teacher Assisted Modular
approach is more effective than Textbook approach in teaching physics (Padmapriya, 2015).

Page |6
 Moreover, according to a study, the students treated with modular approach achieved
higher mean scores than those students taught through activity oriented method. The study
reveals the effectiveness of self-instructional module on achievement among secondary school
students and the administrators must take necessary steps to give special training to teachers in
developing modular packages.

Related Studies
A module was defined in the APEID study (1976) as a collection of learning
opportunities arranged around a well-defined subject that includes elements of instruction, basic
goals, teaching learning experiences, and assessment. The following articles consider the
effectiveness of learning modules.
Dishner (1975) performed an experimental analysis to examine the usefulness of the
modules, compared students who were taught using proficiency modules to students who were
taught using the conventional method. There were 57 students in each of the two test groups and
60 students in each of the two study groups. Students taught by the proficiency module
outperformed students taught by the traditional approach in four of the five units and on the
overall assessments. According to Kryspin (1974), self-instructional modules can be used as an
important teaching learning device in an educational psychology course.
Windell (1975) discovered that self-instructional teacher preparation modules are
successful in generating reliable improvements in trainees' comprehension and ability in the use
of methods for assessing the reading level of outstanding children. Lampe (1984) created and
validated five self-instruction modules to demonstrate the fundamentals of recognizing and
correcting reading difficulties. The modules were used for diagnostic and prescriptive reading
training, word comprehension skills, casual evaluation of reading difficulties, and reading
difficulty correction. Results from the evaluation showed that the modules were suitable for the
intended purpose.
Kumar (1990) conducted research on the Effect of a Teacher-Assisted Modular Approach
in Physics Learning in Kerala State Secondary Schools. The research concluded that the Teacher
Aided Modular approach is more successful in teaching physics than the Textbook approach.
According to Zamir and Sadiq (2014), in their study of the Effectiveness of Modular
Approach in Teaching at University Level. Modular teaching is more successful in the teaching
learning process than traditional teaching approaches. Since students study at their own pace
using this modular approach. It is a free self-learning form in which students are motivated and
interested by receiving immediate reinforcement and input on practice exercises. Modular
approach helps to maximize the chances of student participation in classroom in respect to fulfill
the given tasks at the spot. So the students feel free to learn in their own style.

Page |7
Synthesis of the Art

The collected studies above provides information to the researchers regarding their
proposed study that it has similarities with others. As stated that in the entire world, education is
said to be the primary agent of transformation towards sustainable development and the only
means for a society to adjust with its needs. But due to the pandemic that risen, which is the
COVID-19 virus, the world struggled in facing every aspects of life in this”new normal". Most
especially in the aspect of education, for the government needed to establish a new way of
learning system. Which is the most common way is the modular approach in which the
researchers aimed to conduct a study of its effects.

The collected studies also were related in the area of importance in showing how modular
approach worked among the students in learning all their subjects and how do they coped up
amidst this pandemic According to Sejpal (2013), modular teaching is one of the most
widespread and recognizes teaching learning techniques in United States, Australia and many
other Western countries including Asian region. Modular is more likely used to teach all kinds of
subjects; for instance in the subject natural science, especially in biology and medical education
and even in social sciences as well as in computer education. Wherein Vidhyalaya (2013)
emphasized that science is really important subject at upper primary level and understanding of
basic science concepts increases the content knowledge of the teachers and students.

Padmapriya (2015) defined module as a short unit of instruction dealing with a

conceptual unit of subject matyer. In which this modular approach is known as modern education
method and a way of teaching in the early 1960s. Additionally, Alelaimat et. al., 2012 stated that,
there are recently group of individual teaching approaches depending of individualizing the
teaching process as modules.

In addition, as claimed by Carmen L. Vidal Rodeiro and Rita Nádas on their research
paper entitled "Effects of Modularisation” that in recent years, there has been a clear trend in the
development of the upper secondary curriculum to increase the use of modular or unitised
qualifications. On the other hand, according to Romoroza, this is about employing an innovative
strategy which was modular teaching in the physics class with the hope of improving the
performance level and added interest in learning subject. Moreover, according to a study, the
students treated with modular approach achieved higher mean scores than those students taught
through activity oriented method.

Gap Bridge by the study

This study aimed to determine the effects of modular approach to DEBESMSCAT 3rd
year students in learning Physics in the new normal.

Page |8
 Studies have been conducted for the researchers to have an idea regarding the effects of
modular approach from the contents of related literature and related studies. There were no
general studies that showed the effectiveness nor the effects of using modular in learning the
subject, which is Physics among the college students, but rather, the effects were covered among
the students that belongs to the upper primary level and even become a clear trend only in the
development of the upper secondary curriculum in the recent years, in order to increase the use
of modular or unitized qualifications. Furthermore, the effectiveness of using it in the Asian
countries like the Philippines, were not really guaranteed unlike from the other countries in the
globe such as United States, Australia, and many other Western countries.

Theoretical Framework
There are several theories that may anchor and support this study. The modular approach
finds solid philosophical rationale in the idea that learning is most meaningful and lasting when
the learners are fully engaged in the learning process. In contemporary pedagogical circles, this
Theory of Pragmatism is espoused by, among other thinkers, Charles Peirce, John Dewey, and
William James.
Individualizing instruction is critical in modular instruction, according to Kemp and
Smelie (1989). Some of its key characteristics include the individual taking responsibility for
their own learning, continuing with activities and materials at their own level, and training at
their own pace. This theory is consistent with Thorndike's law of readiness and law of
consequence, which states that when an individual is ready to react or act, doing so is rewarding,
while being prevented from doing so is annoying.

Conceptual Framework
The system approach (Input-Process-Output system) was used to describe the study's
conceptual framework. As shown in the figure below, the input indicates who and how many
respondents are there. And also, the school where they are currently enrolled and the study to be
conducted. During the process, it is determined what the researchers can do to collect data and
learn the findings. The title and topic of this research are allocated in the output.

Input Process Output

Participants Survey Effects of modular
The 3rd year questionnaire approach to
science students at Gathering of data DEBESMSCAT 3rd
DEBESMSCAT Know the percntage year science
Fifty students students in learning
Modular approach physics in the new
in the new normal normal

Page |9
 Figure 2. Conceptual Paradigm

Definition of Terms
Effects. The Meriam Webster dictionary defined effect as a result of something or the ability to
bring about a result.
Modular Approach. The founder of the modular approach P. A. Juceviciene defines the term
as “an information block, including a logically complete unit of learning material, program of
actions determined by a specific purpose, and a guidance for didactic objectives to be
achieved”.
Module. UNESCO, (1988) defined module as a set of learning opportunities organized around a
well - defined topic which contains the elements of instruction, specific objectives, teaching
learning activities, and evaluation using criterion - referenced measures.
New Normal. Is a state to which an economy, society, etc. settles following a crisis, when this
differs from the situation that prevailed prior to the start of the crisis. In this study “new normal”
refers to the “current situation”.
Self-Learning. According to Knowles, (2018), self-learning is defined as: “a process by which
individuals take the initiative, with or without the assistance of others, in diagnosing
their learning needs, formulating learning goals, identifying human and material resources
for learning, and evaluating learning outcomes”.

P a g e | 10
 CHAPTER III
METHODOLOGY
Research Method and Design
The researchers will gather data’s from the two sections of Bachelor of Secondary
Education in DEBESMACAT school year 2020 – 2021. The fifty respondents will be given a
google form link wherein there is a survey questionnaire that has eighth question that is related to
determine the effect of Modular approach in the new normal. The respondents are assuming to
give honest answers in the survey.
This study is about the effects of modular approach to DEBESMSCAT 3rd year science
students in learning physics in the new normal. Quantitative research is use in this study wherein
the process is to gather and observe of data. To get the concrete data we will use scaling of
number and percentage. Descriptive design is use in this study to have survey and to collect
detailed data’s that is needed in this study.
Purposive Sampling
The researchers used the fifty 3rd year BSED science students in Dr. Emilio B. Espinosa
Senior Memorial State College of Agriculture and Technology campus as a samples. The
researchers give a survey questionnaire through google form link in the two sections of 3 rd year
BSED science students that will serve as the basis of data of their study.
Respondents
Within the campus of Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture
and Technology, the fifty third year BSED science students in two classes enrolled in Physics
during the second semester, school year 2020-2021, served as respondents of the study.
Research Instrument
The research instrument that is used to gather data for the study is survey questionnaire
wherein respondents will answer the survey questionnaire through google form link. The
analysis and the data gathering of the researchers will be easy by distributing the questionnaire to
the selected respondents which will serve as the basis of obtaining the percentage. The questions
stated in the survey are first consulted to the instructor to verify that it is eligible and ideal for the
research study.
Data Gathering Procedure
In gathering the data, the researchers first proposed the survey questionnaire and then
through google forms the researchers distributed the survey questionnaire to the two sections of
3rd year BSED science students. The researchers explained the purpose of the study to the
respondents and then they made sure the participants corresponds to their predefined criteria. The
researchers collected the data and analyse it. After the analysing of data, the researchers interpret
the results.

P a g e | 11
Statistical Analysis
The data gathered by the researchers from the two sections of 3rd year science students
who answered to the survey questionnaire were combined. This will provide answers to the
questions of this study. The overall result of each question was analysed to determine the effect
of modular distance learning in the new normal. This study will be subjected to the following
statistical treatment:
Percentage Distribution is a frequency distribution in which the individual class frequencies are
expressed as a percentage of the total frequency equated to 100. Also known as relative
frequency distribution; relative frequency table.
number of responses
%= x 100
Total number of respondents

Frequency Count is a count of the number of times an event occurs.

The weighted mean involves multiplying each data point in a set by a value which is determined
by some characteristic of whatever contributed to the data point. 

RS∗W
WM=
NR

Legend:
WM – Weighted Mean
RS – Raw Score
W – Weight
NR – Number of Respondents

Likert scale is a rating scale used to assess opinions, attitudes, or behaviours. Likert scales are

popular in survey research because they allow you to easily operationalize personality traits or
perceptions.

Weight Scale Description Mean Range Verbal Interpretation

5 Strongly Agree 4.2 – 5.0 Highly Acceptable
4 Agree 3.4 – 4.2 Acceptable
3 Neutral 2.6 – 3.4 Moderately Acceptable
2 Disagree 1.8 – 2.6 Fairly Acceptable

P a g e | 12
1 Strongly Disagree 1.0 – 1.8 Not Acceptable

P a g e | 13
 CHAPTER IV
Results and Discussion
This chapter will presents the findings on the effects of modular distance learning to
DEBESMSCAT 3rd year science students in learning physics in the new normal. It also discusses
the factors that affecting the students in learning physics and the most difficult to deal with.
Lastly, it also presents the the effects of modular approach in the student’s performance in
learning physics in terms of physical, emotional and social well-being of the students.

Chart 1. Demographic Profile: Sex

Sex

Male; 22; 44%

Female; 28; 56%

Male Female

Based on the graph of Chart 1. Gender Demographic Profile: Sex, there are a total number of 50
respondents from the 3rd year BSED Science students. The biggest percentage that answered the
survey questionnaire are 28 female that consist of 56% among 100% percent of respondents, and
the male percentage is 44% in total with 22 male participated in answering the survey
questionnaire.

Chart 2. Demographic Profile: Age

P a g e | 14
 Age
25 - 34; 2; 4%

18 - 24; 48; 96%

Under 18 18 - 24 25 - 34 35 above

Based on the graph of Chart 2. Demographic Profile: Age, the researchers focus on the 3 rd year
BSED Science students that ages range from 18-34 years old. There are 96% of the respondents
that the age ranged from 18-24 years old and 2 respondents that age 25-34 years old, which is
4%. So the said respondents were chosen for the reason that it is the age that most college
students are.

P a g e | 15
Table 1. The factors that affect you in learning physics through modular distance learning.
Scale Frequency Percentage Ranking

The level of noise 29 58% 6

(from devices,
people's voices, and
external sources)
distracted me from
answering my module
in physics.

Too much 33 66% 4.5

responsibilities at
home.

The physics lesson is 38 76% 3

difficult to grasp.

There are so many 20 40% 8

workloads on the
physics module.

Living in an area of 27 54% 7

limited internet
access, that's why I
received the module
late.

I was unable to do the 9 18% 10

module because I am
a working student.

The module is not well 15 30% 9

organized.

Physical absence of 33 66% 4.5

the teacher

The lessons in physics 39 78% 2

need elaboration by
the teacher.

Lack of discussion 41 82% 1

from the instructor.

P a g e | 16
 The Table 1 shows the factors that affects the student in learning physics through
modular distance learning. Out of 50 respondents, “Lack of discussion from the instructors”
leads the factors affecting the students taking 82% of the respondents. Standing close to the
top, “the lesson in physics needs elaboration from the teacher” gains second rank of all these
factors with 78% of the respondents, it sure made a great impact on the learning process of
these students. With 76% respondents agreeing that “the Physics lesson is difficult to grasp”, it
is in close competition to the second factor and is a great factor in learning physics in today’s
setting. “Too much responsibilities at home” and “physical absence of teacher” had an equal
percentage gaining 66% from the respondents. “Noise distractions at home” came 6 th at these
factors. It is followed by “poor internet connectivity”, then “workloads in physics”,
unorganized modules” and “working student” being the last.
This data implies that, while there are a lot of factors affecting the learning process of
students in physics, the greatest is the absence of the physical teacher that holds the
responsibility of administering learning of students. An electronic copy of modules are surely
helpful, but the teacher’s discussion is far more different and effective in learning complex
lessons in Physics.

P a g e | 17
Table 2. Factors do you believe is the most difficult to work with.
Scale Frequency Percentage Ranking

The level of noise (from 1 2% 8.5

devices, people's
voices, and external
sources) distracted me
from answering my
module in physics.

Too much 6 12% 3.5

responsibilities at
home.

The physics lesson is 3 6% 5.5

difficult to grasp.

There are so many 0 0% 10

workloads on the
physics module.

Living in an area of 6 12% 3.5

limited internet access,
that's why I received
the module late.

I was unable to do the 2 4% 7

module because I am a
working student.

The module is not well 1 2% 8.5

organized.

Physical absence of the 3 6% 5.5

teacher

The lessons in physics 6 16% 2

need elaboration by
the teacher.

Lack of discussion from 20 40% 1

the instructor.

P a g e | 18
The Table 2 shows the ranking of factors that are most difficult to deal with in learning physics.
“Lack of discussion from teachers” holds its position as the top-notch factor in learning physics
in modular distance learning with 40% agreeing to the idea. “Lack of elaboration from teachers”
stands for next gaining 16% from the respondents. “Too much responsibility at home” and “poor
internet connectivity” are equally on the third rank. Next to it, another twin factors in the 4 th rank
namely “difficulty of lessons in Physics” and “physical absence of teachers with 6%. Next is
“working student” with 4% followed by “noise distractions at home” and unorganized modules”
both having 2% and “too much workload in physics” being the last is due to its 0 frequency.

P a g e | 19
 Frequency ( and percentage) of responses

Statements Strongly Agree Neutral Disagree Strongly Weighted

Agree Disagree Mean
4 3 2
5 1

In this new normal, 20(40%) 25(50%) 5(10%) 0 0 4.3

I've been dealing
with problems in
physics solving via
modular.

I feel stressed when 19(38%) 28(56%) 3(6%) 0 0 4.32

I don't understand
the lesson on
physics via modular.

I could do a lot 6(12%) 11(22%) 11(22%) 16(32%) 6(12%) 2.9

better in physics via
modular than face
to face

I have had difficulty 4(8%) 23(46%) 14(28%) 6(12%) 3(6%) 3.38

getting to sleep or
staying asleep when
I did not answer my
module in physics.

The effects of modular distance learning on you in learning physics.

Table 3. Physical Wellbeing

The Table 3 above shows that in terms of physical well-being the statement “learning
physics via modular mode makes me easily feel exhausted” was agreed by the respondents with
the total percentage states that “I’m having hard time catching up with the lesson in physics and
it makes me unable to eat” with the total percentage of 42% was agreed by respondents. With the
total percentage of 40% the statement “I cannot engage myself in physical activities anymore”
respondents are in neutral. The last statement was agreed by the respondents with the total
percentage of 50 stating “Limited discussion from instructor immensely affect my performance
in catching up with the lesson.

P a g e | 20
Table 4. Mental Wellbeing
Frequency ( and percentage) of responses

Statements Strongly Agree Neutral Disagree Strongly Weighted

Agree Disagree Mean

Learning physics via 13(26%) 28(56%) 8(16%) 1(2%) 0 3.96

modular mode
makes me easily
exhausted.

I'm having a hard 7(14%) 21(42%) 14(28%) 8(16%) 0 3.54

time catching up
with the lesson in
physics and it
makes me unable
to eat.

I cannot engage 7(14%) 12(24%) 20(40%) 10(20%) 1(2%) 3.28

myself in physical
activities anymore.

Limited discussion 23(46%) 25(50%) 2(4%) 0 0 4.54

from instructors
immensely affect
my performance in
catching up with
the lesson.

P a g e | 21
Table 5. Social Wellbeing
Frequency ( and percentage) of responses

Statements Strongly Agree Neutral Disagree Strongly Weighted

Agree Disagree Mean

Despite the Covid - 2(4%) 13(26%) 21(42%) 12(24%) 2(4%) 3.02

19 pandemic, I can
get along with my
instructors.

Modular approach 0 13(26%) 16(32%) 16(32%) 5(10%) 2.68

in learning physics
makes me more
socially engaged.

I can still spend 5(10%) 20(40%) 19(38%) 6(12%) 0 3.48

some quality time
with my friends
despite the
difficulty of learning
physics via modular
learning.

I'm having trouble 15(30%) 24(48%) 11(22%) 0 0 4.08

finishing my physics
module and I'm
under a lot of
pressures in this
new normal.

P a g e | 22
References
Quinones, M. T. (2020, July 3). DepEd clarifies blended, distance learning modalities for SY
2020- 2021. Philippine Information Agency. https://pia.gov.ph/news/articles/1046619

Tria, J. Z. (2020, June 3). The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Normal. ResearchGate.
https://www.researchgate.net/publication/341981898_The_COVID19_Pandemic_through_
the_Lens_of_Education_in_the_Philippines_The_New_Normal

Wikipedia contributors. (2020, October 30). COVID-19 pandemic. Wikipedia.

https://en.wikipedia.org/wiki/COVID-19_pandemic

Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd. ABS-CBN
News. https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-
parents-deped

Nardo, M. T. B. (2017, October 20). Modular Instruction Enhances Learner Autonomy.

Sciepub.http://pubs.sciepub.com/education/5/10/3/index.html#:%7E:text=The%20use%20
of%20modules%20is,in%20doing%20their%20individual%20tasks.&text=It%20directs%
20students%20to%20practice%20or%20rehearse%20information.,- To%20gain
%20mastery

FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help ensure successful
modular distance learning. FlipScience - Top Philippine Science News and Features for the
Inquisitive Filipino. https://www.flipscience.ph/news/features-news/tagapagdaloy-
modular-distance-learning/

Ysthr Rave Pe Dangle, J. D. (2020, November 22-29). The Implementation of Modular Distance
Learning in the Philippine Secondary Public Schools. Retrieved from
https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf

Gibbs, K. (2003). Advanced physics (2nd ed.). Cambrige, United Kingdom: Cambridge
University press.

Cutnell, J. D., & Johnson, K. W. (2007). Physics (7th ed.). New Jersey: John Willey & Sons Inc.

American Physics Society. (2008). Why study physics? Retrieved May 25, 2013, from
http://www.aps.org/programs/education/whystudy.cfm

P a g e | 23
Cornell University. (2011). Why teach physics. Retrieved May 21, 2013, from
http://phystec.physics.cornell.edu/

Russell, James D. (2000). Modular Instruction: A Guide to the Design, Solution, Utilization and
Evaluation of Modular Materials. Minnesota: Burgess Publishing Co.

Buabeng, I. (2015). TEACHING AND LEARNING OF PHYSICS IN NEW ZEALAND HIGH

SCHOOLS. Retrieved from https://ir.canterbury.ac.nz/handle/10092/11396

NABOYA, M. V. (2019, FEBRUARY). EFFECT OF MODULAR APPROACH ON THE

LEVEL OF ACHIEVEMENT OF STUDENTS IN ORGANIC CHEMISTRY. Retrieved from
https://www.researchgate.net/publication/339198899_EFFECT_OF_MODULAR_APPRO
ACH_ON_THE_LEVEL_OF_ACHIEVEMENT_OF_STUDENTS_IN_INORGANIC_CH
EMISTRY

Zamir, S. S. (2014). Effectiveness of Modular Approach in Teaching at University.

Zhang, T., Taub, M., & Chen, Z. (2021). Measuring the Impact of COVID-19 Induced Campus
Closure on Student Self-Regulated Learning in Physics Online Learning Modules. arXiv
preprint arXiv:2101.05872.

Rodeiro, C. L. V., & Nádas, R. (2010). Effects of modularisation. Research Division,

Assessment Research and Development, Cambridge Assessment.

Padmapriya, P. V. (2015). Effectiveness of self learning modules on achievement in biology

among secondary school students. International Journal of Education and Psychological
Research, 4(2), 44-46.

Alelaimat, A. R., & Ghoneem, K. A. A. R. (2012). The Effect of Educational Modules Strategy
on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in
Science, in Comparison with the Conventional Approach. Higher Education Studies, 2(2),
40-60.

Romoroza, M. B. (2017). MODULAR AND TRADITIONAL METHODS OF TEACHING

SELECTED TOPICS IN HIGH SCHOOL PHYSICS. Asian Journal of Educational
Research Vol, 5(3).

Rae, J., Austen, D., & Brouwer, W. (2002, May). Recent developments in MAP-MODULAR
APPROACH to PHYSICS. In APS Northwest Section Meeting Abstracts (pp. H2-002).

UCLES (1986). GCE Advanced level module bank. Cambridge: University of Cambridge Local
Examinations Syndicate.

P a g e | 24
Warwick, D. (1987). The modular curriculum. Oxford: Basil Blackwell Ltd.
SEC (1987). Assessing modular syllabuses in the GCSE and at GCE advance and advance
supplementary levels. A discussion document. London: Secondary Examinations Council.

Macfarlane, E. (1992). Education 16-19: in transition. London: Routledge.

Nickson, M. (1994). Evaluation of module bank system. Cambridge: University of Cambridge

Local Examinations Syndicate.

Moon, B. (1988). Modular curriculum. London: Paul Chapman Publishing.

Hayward, G. and McNicholl, J. (2007). Modular mayhem? A case study of the development of
the A-level science curriculum in England. Assessment in Education, 14(3), 335-351.

Purushothaman, P. (1987). Paper presentation on modular organization of course in workshop on

teaching competencies and faculty development programme, Annamala University,
Madras.

P a g e | 25